LEADERSHIP TRAINING PROGRAMS/MODELS, INTER-ETHNIC CONFLICT RESOLUTION AND THE YOUTH
DOI:
https://doi.org/10.47604/ijlg.1503Keywords:
Leadership, Training models, Elicitive, Prescriptive, Progressive Education, Inter-Ethnic Conflict, Youth, Design TheoryAbstract
Purpose: The purpose of this paper is to explore and discuss the various models/programs used in leadership training in the context of inter-ethnic conflict resolution and how those models can be used by NGOs in training the youth. From their many years of practice and experience in training, both Paulo Freire and John Paul Lederach propose training models that are suitable and effective in leadership training in inter-ethnic conflict resolution situations. The two approaches to training which Lederach (1995) refer to as the prescriptive and the elicitive, should be understood as analytic models, or as Weber would call them, “ideal types” (Weber 1947). Paulo Freire talks about progressive education training. In other words, in real life the exact, pure model of either type may not exist. And that is the premise this paper is built on.
Methodology: Using a quantitative study approach, this study describes the different leadership training programs that have been used with relevance to the culture and needs of the youth in Kenya in inter-ethnic conflict resolution. It presents an overview of ten case studies of leadership training programs and draws from them to illustrate how leadership training programs in inter-ethnic conflict resolution for the youth can be designed and conducted to communicatively transfer knowledge and skills to help the youth in social and behavioral change and become sources of change agents in the communities they live.
Findings: The study attempts to give various definitions of key terms and concepts used in leadership and conflict resolution discourses. Results in the ten cases, demonstrated there was some notable divergence in terms of topics covered in each program, but that means that the difference came about because of the different target needs and issues each program tried to address. Results showed that almost all (80%) of the training programs were evaluated. Some of the training bodies had their own biases in covering topics.
Unique Contribution to Theory, Practice and Policy:The researchers considers these models of leadership training and how they can be communicatively used to transfer knowledge and skills in inter-ethnic conflict resolution and bring about social or behavioral change among the youth. Design theory informs how these training programs are designed, planned, implemented, and evaluated.
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